A Possible Marriage Between Assistive Technology and Constructivism?
As you can see from the many examples on previous posts on this Blog, there is an obvious parallel between Constructivist ideals and the use of Assistive Technology in the classroom by students with special education needs. For students with learning problems, the use of Assistive Technology can open up an entire new world for them in terms of being able to show what they know. There are many positive outcomes for the individual students and classmates as a result.
Constructivism is a process though, unlike the tool of Assistive Technology equipment. It requires an adjustment in thought pattern on the part of the educator to implement in the classroom. “There is no blueprint for a constructivist classroom.” (http://www.sedl.org) Teachers must shift their role in the classroom from being the director to the facilitator, and coach. Setting up the environment for engaged learning, inquiry, and exploration is optimal for allowing students to blossom into the technological apprentices of the future.
This Blog entry will conclude with the words of Dr. David Thornburg: “The role of technology in project-based learning is vast, but the starting point for effective use of technology in this area requires a deep commitment to the idea that students can gain a deep understanding of a topic through the exploration of their own ideas. But this cannot come from technology. It comes from deep within the hearts of the teachers themselves.”
(http://teacherline.pbs.org/teacherline/resources/thornburg/thornburg0303.cfm)
Friday, July 13, 2007
Quantitative Subject Areas, Constructivism, and Assistive Technology
Students can have significant academic issues in the areas of Math and Science. Such disabilities are known as Dyscalculia, referred to as a learning disability related to numbers, and are now recognized by the DSM IV. Such disabilities can be addressed using Assistive Technology. Students can use their equipment in Math to construct graphs, complete tessellations, or work with statistics online. In subjects such as Physics or Chemistry, Assistive Technology can be used to develop experiment outlines, and work with the Periodic Table of the Elements. Please find below an example of a graphic organizer available as a template from the program Inspiration 8, used with developing the Scientific Method in an experiment.
This promotes Constructivist ideals in the way that students are constructing their own learning possibilities. They can use the specialized software in all subject areas, at all levels of the curriculum. They are only limited in its use by the limits of their own imaginations.
Students can have significant academic issues in the areas of Math and Science. Such disabilities are known as Dyscalculia, referred to as a learning disability related to numbers, and are now recognized by the DSM IV. Such disabilities can be addressed using Assistive Technology. Students can use their equipment in Math to construct graphs, complete tessellations, or work with statistics online. In subjects such as Physics or Chemistry, Assistive Technology can be used to develop experiment outlines, and work with the Periodic Table of the Elements. Please find below an example of a graphic organizer available as a template from the program Inspiration 8, used with developing the Scientific Method in an experiment.
This promotes Constructivist ideals in the way that students are constructing their own learning possibilities. They can use the specialized software in all subject areas, at all levels of the curriculum. They are only limited in its use by the limits of their own imaginations.
Giftedness, Constructivism, and Assistive Technology
Although it is not that common, sometimes students who are classified as ‘Gifted’ also fall under the realm as being identified as having a Learning Disability. In such cases, students in Ontario schools also qualify for AT equipment. The uniqueness of this kind of situation lends itself to some challenges in terms of programming.
Students who are gifted require stimulation, open-ended learning opportunities, and challenge. When you throw in the fact that they could have a Learning Disability, technology can come into play and assist them in doing the best they can in the educational environment. Conveying their knowledge through using a tool such as Dragon Naturally Speaking, or by using web technologies can be a way to maximize their progress.
Integrating such programs as “Maths Investigator” into a gifted child’s program can tie in Constructivist theories using Assistive Technology. Maths Investigator is a
specialized software program developed by Oxford University Press that promotes problem solving for students. A further explanation can be found at http://www.mathsinvestigator.co.uk/mi/moreinfo/about/. Maths Investigator is used in conjunction with Smartboard technology to enhance the learning of students. Gifted students will soar using such programs, working cooperatively with peers, being able to show their knowledge, and then communicating their findings using Assistive Technology. The possibilities are endless. Imagine students being engaged, working together, expanding and extending their current knowledge base. Technology and constructivism allows this to be possible for all levels of students.
Although it is not that common, sometimes students who are classified as ‘Gifted’ also fall under the realm as being identified as having a Learning Disability. In such cases, students in Ontario schools also qualify for AT equipment. The uniqueness of this kind of situation lends itself to some challenges in terms of programming.
Students who are gifted require stimulation, open-ended learning opportunities, and challenge. When you throw in the fact that they could have a Learning Disability, technology can come into play and assist them in doing the best they can in the educational environment. Conveying their knowledge through using a tool such as Dragon Naturally Speaking, or by using web technologies can be a way to maximize their progress.
Integrating such programs as “Maths Investigator” into a gifted child’s program can tie in Constructivist theories using Assistive Technology. Maths Investigator is a
specialized software program developed by Oxford University Press that promotes problem solving for students. A further explanation can be found at http://www.mathsinvestigator.co.uk/mi/moreinfo/about/. Maths Investigator is used in conjunction with Smartboard technology to enhance the learning of students. Gifted students will soar using such programs, working cooperatively with peers, being able to show their knowledge, and then communicating their findings using Assistive Technology. The possibilities are endless. Imagine students being engaged, working together, expanding and extending their current knowledge base. Technology and constructivism allows this to be possible for all levels of students.
Multiple Intelligences, Constructivism, and Assistive Technology
Gardner developed the theory of Multiple Intelligences, whereby he states that individuals have different intelligences and strengths in a variety of areas. Merrill outlined these areas in a previous posting. Please refer to that post for further explanation of Gardner’s theory.
Constructivism incorporates multiple intelligence theories. Assistive Technology is a tool that students can use to foster the use of their specific area of intelligence. If a student has a high spatial awareness for example, using programs such as Inspiration or drawing functions in Microsoft Word can allow them to show to a greater degree their knowledge.
Another example is if a student has Dysphasia, a condition that affects their expressive language output, they can use internet based technologies such as ‘Crazy Talk’. Crazy Talk is a program that allows people to “Create and control a virtual cast of live talking characters ready to deliver an animated vocal performance for your video, web, mobile or messaging projects.” (http://www.reallusion.com/crazytalk/) Using such a tool can enable a student who has very limited speaking skills to be able to communicate their knowledge in an oral presentation for example to the highest degree of their ability. What we have done is taken the barrier or ‘limit’ out of the equation, allowed the student to have an alternate means of presentation, and thus empowered them to ‘construct’ their own meaning and sense of an assignment. This is what education is all about.
Gardner developed the theory of Multiple Intelligences, whereby he states that individuals have different intelligences and strengths in a variety of areas. Merrill outlined these areas in a previous posting. Please refer to that post for further explanation of Gardner’s theory.
Constructivism incorporates multiple intelligence theories. Assistive Technology is a tool that students can use to foster the use of their specific area of intelligence. If a student has a high spatial awareness for example, using programs such as Inspiration or drawing functions in Microsoft Word can allow them to show to a greater degree their knowledge.
Another example is if a student has Dysphasia, a condition that affects their expressive language output, they can use internet based technologies such as ‘Crazy Talk’. Crazy Talk is a program that allows people to “Create and control a virtual cast of live talking characters ready to deliver an animated vocal performance for your video, web, mobile or messaging projects.” (http://www.reallusion.com/crazytalk/) Using such a tool can enable a student who has very limited speaking skills to be able to communicate their knowledge in an oral presentation for example to the highest degree of their ability. What we have done is taken the barrier or ‘limit’ out of the equation, allowed the student to have an alternate means of presentation, and thus empowered them to ‘construct’ their own meaning and sense of an assignment. This is what education is all about.
Discovery Learning
This post will take the form of a short story. When I taught in a Special Ed. withdrawl room a few years ago, I had a student who was just identified as having a Learning Disability. In this identification, he was granted Assistive Technology to help him overcome some of his learning difficulties.
This student had previously been skipping school, avoiding homework tasks, and really causing many problems at home. When he received his AT equipment, his educational experience changed dramatically. He became a responsible independent learner. He matured, and was willing to attend school regularly.
One day he came to the Special Ed. room to see me during his regular time. He brought his laptop and we started with his work as per usual. He stopped the lesson and said “Miss, I have to show you something.” I allowed him to carry on. He opened the program Kurzweil 3000, and proceeded to show me how he had figured out how Dragon Naturally Speaking could be integrated in Kurzweil using the voice function. I was so proud of him as his teacher, and impressed at his tenacity. I had known him previously and he had had such a difficult time in the classroom. To see his development and willingness to learn via this mode was an incredible change from what had been seen previously. This student had created his own ‘discovery learning’ opportunity using Assistive Technology. One element that contributed to his ‘discovery learning’ was the willingness and openness on the part of his teacher to allow him to think outside the box. We both knew at that point that his educational future was a lot brighter than we had originally anticipated.
This post will take the form of a short story. When I taught in a Special Ed. withdrawl room a few years ago, I had a student who was just identified as having a Learning Disability. In this identification, he was granted Assistive Technology to help him overcome some of his learning difficulties.
This student had previously been skipping school, avoiding homework tasks, and really causing many problems at home. When he received his AT equipment, his educational experience changed dramatically. He became a responsible independent learner. He matured, and was willing to attend school regularly.
One day he came to the Special Ed. room to see me during his regular time. He brought his laptop and we started with his work as per usual. He stopped the lesson and said “Miss, I have to show you something.” I allowed him to carry on. He opened the program Kurzweil 3000, and proceeded to show me how he had figured out how Dragon Naturally Speaking could be integrated in Kurzweil using the voice function. I was so proud of him as his teacher, and impressed at his tenacity. I had known him previously and he had had such a difficult time in the classroom. To see his development and willingness to learn via this mode was an incredible change from what had been seen previously. This student had created his own ‘discovery learning’ opportunity using Assistive Technology. One element that contributed to his ‘discovery learning’ was the willingness and openness on the part of his teacher to allow him to think outside the box. We both knew at that point that his educational future was a lot brighter than we had originally anticipated.
Scaffolding and Assistive Technology
Vygotsky believed in ‘scaffolding’ as a way for students to ‘build on what they know’. This theory is one of the foundations of Constructivism. In using Assistive Technology, students do just this. If students had a writing assignment for example, they could use the graphic organizer program called Inspiration to help them get started. This program allows students to use diagrams, pictures, or words to organize their thoughts and ideas in order to show what they know. This is a critical opportunity for students with learning difficulties as these students often are high visual learners and do their best work in this way.
Inspiration has two main views to it: the diagram view, and the outline view. In these options of the programs, students most often start with the diagram view. They find it easy to use, and easy to see what information they are including in their work. Once they are done the diagram, they simply go to the tool menu to choose outline view. What is beautiful about this program is that now, it takes the information the student entered on the diagram, and formats it into an outline that they can use for the start to a story, essay, or report depending on the task at hand.
We can see clearly how this program scaffolds the child’s learning assisting them in compensating for their learning deficits. Without this opportunity, many of these students would never be able to gather their own ideas independently to get even close to the level of performance expected in the classroom.
A point well taken is the fact that students have traditionally perceived using technology in a playful or ‘non-educational’ way. As a result of this, students are open to using technology, and willing to do whatever they can using it. They see it as fun. Educators can capitalize on this aspect, and ensure that all students have the opportunity to succeed to their personal best levels of achievement.
Vygotsky believed in ‘scaffolding’ as a way for students to ‘build on what they know’. This theory is one of the foundations of Constructivism. In using Assistive Technology, students do just this. If students had a writing assignment for example, they could use the graphic organizer program called Inspiration to help them get started. This program allows students to use diagrams, pictures, or words to organize their thoughts and ideas in order to show what they know. This is a critical opportunity for students with learning difficulties as these students often are high visual learners and do their best work in this way.
Inspiration has two main views to it: the diagram view, and the outline view. In these options of the programs, students most often start with the diagram view. They find it easy to use, and easy to see what information they are including in their work. Once they are done the diagram, they simply go to the tool menu to choose outline view. What is beautiful about this program is that now, it takes the information the student entered on the diagram, and formats it into an outline that they can use for the start to a story, essay, or report depending on the task at hand.
We can see clearly how this program scaffolds the child’s learning assisting them in compensating for their learning deficits. Without this opportunity, many of these students would never be able to gather their own ideas independently to get even close to the level of performance expected in the classroom.
A point well taken is the fact that students have traditionally perceived using technology in a playful or ‘non-educational’ way. As a result of this, students are open to using technology, and willing to do whatever they can using it. They see it as fun. Educators can capitalize on this aspect, and ensure that all students have the opportunity to succeed to their personal best levels of achievement.
Skills For the 21st Century
One benefit of using Assistive Technology is that students learn new technology skills. They bring them to a new level of understanding. Their frequency of use with the specialized programs, and learning how to troubleshoot small problems with their computers helps them to build the feeling of industry. In this feeling is a new confidence. This confidence shows up in other areas of the student’s life including with personal relationships. Moreover, through these experiences, the student has transformed their learning experience from one of inferiority to industry, and in some cases, leadership.
In this author’s experience, some of the students that I have worked with Assistive Technology with have learned to use the software, internalized the knowledge, independently made further applications of the knowledge themselves, and then have capitalized on their newly found strength to show other students how to go about doing things in the classroom. This outcome is one that will benefit the student for many years to come. In addition, the technical skills the student develops can carry on into later educational pursuits, and even career opportunities. We know that we as teachers are preparing our students for the future, and many of the employment opportunities that our students will participate in in their lifetimes do not even yet exist. In this, we are providing these students with skills for the 21st century regardless of how they perform in the traditional classroom of today.
One benefit of using Assistive Technology is that students learn new technology skills. They bring them to a new level of understanding. Their frequency of use with the specialized programs, and learning how to troubleshoot small problems with their computers helps them to build the feeling of industry. In this feeling is a new confidence. This confidence shows up in other areas of the student’s life including with personal relationships. Moreover, through these experiences, the student has transformed their learning experience from one of inferiority to industry, and in some cases, leadership.
In this author’s experience, some of the students that I have worked with Assistive Technology with have learned to use the software, internalized the knowledge, independently made further applications of the knowledge themselves, and then have capitalized on their newly found strength to show other students how to go about doing things in the classroom. This outcome is one that will benefit the student for many years to come. In addition, the technical skills the student develops can carry on into later educational pursuits, and even career opportunities. We know that we as teachers are preparing our students for the future, and many of the employment opportunities that our students will participate in in their lifetimes do not even yet exist. In this, we are providing these students with skills for the 21st century regardless of how they perform in the traditional classroom of today.
Constructivism and Assistive Technology
If we believe that students with special education needs have the ability to overcome and compensate for their learning deficits, then it is safe to say that they also have the opportunity to succeed in school using technology. The premise of Assistive Technology is to help students with learning difficulties to overcome, compensate, or build bridges to assist them in showing what they know. Most often, students with these learning difficulties have very high oral capabilities. So they can tell you what they know, and probably talk your ear off till the cows come home. However, in the traditional school setting, they are often limited in their performance, or unable to produce at all. Why is this? There are many factors. Individual teaching style of the teachers is one component; mode of assessment implementation is another.
In the application of Constructivist ideals, students are empowered. They generate their own learning. They become independent and critical thinkers. This is a critical facet of combining the two approaches. Why you ask? Most students with learning problems suffer from self esteem issues and lack confidence due to years of feeling ‘low self worth’, or having seen themselves as ‘not as smart as’ their peers. Facilitating learning through constructivism and assistive technology allows students to soar in their areas of strength. As we know that constructivism supports different learning styles, this is most often the case with students with learning difficulties. Most of these students have strengths that lie in non-traditional areas, such as non-verbal intelligence. This type of strength is generally not fostered in the traditional school setting, and therefore the student doesn’t see the fact that they have abilities, they just lie in non-traditional areas. Constructivism takes this out of the equation though, and allows these students using Assistive Technology to show what they know. Consequently, the results can be very promising. Students can raise test scores. They can improve the presentation of their work. Their abilities in the area of organization can also show improvement. All of these things put together help to facilitate the building of self esteem and industry in our students.
If we believe that students with special education needs have the ability to overcome and compensate for their learning deficits, then it is safe to say that they also have the opportunity to succeed in school using technology. The premise of Assistive Technology is to help students with learning difficulties to overcome, compensate, or build bridges to assist them in showing what they know. Most often, students with these learning difficulties have very high oral capabilities. So they can tell you what they know, and probably talk your ear off till the cows come home. However, in the traditional school setting, they are often limited in their performance, or unable to produce at all. Why is this? There are many factors. Individual teaching style of the teachers is one component; mode of assessment implementation is another.
In the application of Constructivist ideals, students are empowered. They generate their own learning. They become independent and critical thinkers. This is a critical facet of combining the two approaches. Why you ask? Most students with learning problems suffer from self esteem issues and lack confidence due to years of feeling ‘low self worth’, or having seen themselves as ‘not as smart as’ their peers. Facilitating learning through constructivism and assistive technology allows students to soar in their areas of strength. As we know that constructivism supports different learning styles, this is most often the case with students with learning difficulties. Most of these students have strengths that lie in non-traditional areas, such as non-verbal intelligence. This type of strength is generally not fostered in the traditional school setting, and therefore the student doesn’t see the fact that they have abilities, they just lie in non-traditional areas. Constructivism takes this out of the equation though, and allows these students using Assistive Technology to show what they know. Consequently, the results can be very promising. Students can raise test scores. They can improve the presentation of their work. Their abilities in the area of organization can also show improvement. All of these things put together help to facilitate the building of self esteem and industry in our students.
Thursday, July 12, 2007
Connectivism
This theory views learning as a continuing process where the base (our brain) is always being expanded by the addition of small parts. There is a high degree of personal control over what is being learned and an equally high control over the structure of learning. This learning theory emphasizes connection-making and knowing where to find specific information. We connect or network our learning processes so that we can build upon our knowledge.
The rapidly expanding world of technology over the past decades has forced us to rethink how we learn. Because our social environment is rapidly changing, so too must the way we accumulate knowledge.
In his article, “Connectivism – A Learning Theory for the Digital Age”, George Siemens explores how technology has changed and is continually changing society in the way we learn, live and interact with each other. “Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.” http://www.elearnspace.org/Articles/connectivism.htm
Some significant trends in learning:
Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed). http://www.elearnspace.org/Articles/connectivism.htm
References
Connectivism: Learning Theory for the Digital Age. Retrieved July 12, 2007 from http://www.elearnspace.org/Articles/connectivism.htm
The rapidly expanding world of technology over the past decades has forced us to rethink how we learn. Because our social environment is rapidly changing, so too must the way we accumulate knowledge.
In his article, “Connectivism – A Learning Theory for the Digital Age”, George Siemens explores how technology has changed and is continually changing society in the way we learn, live and interact with each other. “Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.” http://www.elearnspace.org/Articles/connectivism.htm
Some significant trends in learning:
Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed). http://www.elearnspace.org/Articles/connectivism.htm
References
Connectivism: Learning Theory for the Digital Age. Retrieved July 12, 2007 from http://www.elearnspace.org/Articles/connectivism.htm
Application of Assistive Technology
“Universal Design is not just a technique for special education; rather it is a technique to enhance the learning of students.” (Turnball, Turnball, Shank, Smith and Leal, 2002, p.92) Teachers are then able to look at student’s individual needs and plan a program based on their profile.
(Education for All, 2005)
Universal design initially applied to the examination of accessibility for individuals with physical disabilities. Most recently universal design concepts have been applied to the use of computers in order for students to have equal access to the curriculum and allow for a modified curriculum as required. It is important to be proactive about accessibility of information for students and not reactive.
There are cases where teachers will have students in their classrooms that require assistive technology devices in order to participate in a program at their level of ability.
Various programs
are used by the learning-disabled students, that are unable to access curriculum in the traditional manner. Such programs would be Write:Outloud Co: Writer, Kurzweil and Dragon Naturally Speaking to name a few.
Students who have visual or sensory impairments are able to access curriculum using specific programs. For a blind student they can use text-to Braille converter, and screen readers. For the hearing-impaired student they can access their curriculum with the use of FM Amplification systems.
In cases where teachers are working with students with severe disabilities, computers can be accessed with alternative keyboards like intellikeys. You can also use the PECS program for students who are non-verbal. This program allows students to communicate to others using pictures.
Teachers may also look at using different software programs that are suited to student’s particular ability level. These programs would best suit their ability and reading levels. This way they are able to use the computer and to complete tasks that are designed with their program needs in mind.
It is important that a teacher assess the student’s needs to see what will be best suited for accessing the activities that all students are completing.
Ultimately, this creates an inclusive environment for all students.
(Roblyer, 2006)
(Education for All, 2005)
Universal design initially applied to the examination of accessibility for individuals with physical disabilities. Most recently universal design concepts have been applied to the use of computers in order for students to have equal access to the curriculum and allow for a modified curriculum as required. It is important to be proactive about accessibility of information for students and not reactive.
There are cases where teachers will have students in their classrooms that require assistive technology devices in order to participate in a program at their level of ability.
Various programs
are used by the learning-disabled students, that are unable to access curriculum in the traditional manner. Such programs would be Write:Outloud Co: Writer, Kurzweil and Dragon Naturally Speaking to name a few.Students who have visual or sensory impairments are able to access curriculum using specific programs. For a blind student they can use text-to Braille converter, and screen readers. For the hearing-impaired student they can access their curriculum with the use of FM Amplification systems.
In cases where teachers are working with students with severe disabilities, computers can be accessed with alternative keyboards like intellikeys. You can also use the PECS program for students who are non-verbal. This program allows students to communicate to others using pictures.
Teachers may also look at using different software programs that are suited to student’s particular ability level. These programs would best suit their ability and reading levels. This way they are able to use the computer and to complete tasks that are designed with their program needs in mind.
It is important that a teacher assess the student’s needs to see what will be best suited for accessing the activities that all students are completing.
Ultimately, this creates an inclusive environment for all students.
(Roblyer, 2006)
Howard Gardner - Multiple Intelligences Theories
Howard Gardner was instrumental in showing the role of intelligence in learning. He showed how learning is shaped by linguistics, music, logistics/mathematics, spatial relationships, kinesthetics, intrapersonal relationships, interpersonal relationships and naturalistic discrimination.
Gardner’s principles for the role of intelligence in learning:
1. Individuals should be encouraged to use their preferred intelligences in learning.
2. Instructional activities should appeal to different forms of intelligence.
3. Assessment of learning should measure multiple forms of intelligence. http://tip.psychology.org/gardner.html
References
Howard Gardner. Retrieved July 12, 2007 from http://tip.psychology.org/gardner.html
Gardner’s principles for the role of intelligence in learning:
1. Individuals should be encouraged to use their preferred intelligences in learning.
2. Instructional activities should appeal to different forms of intelligence.
3. Assessment of learning should measure multiple forms of intelligence. http://tip.psychology.org/gardner.html
References
Howard Gardner. Retrieved July 12, 2007 from http://tip.psychology.org/gardner.html
Jerome Brunner - Discovery Learning
Brunner found that children learn and retain information when given the opportunity to discover it on their own when they interact with their surroundings. He also felt that “teachers support discovery learning by providing opportunities for exploring and manipulating objects and doing experiments.” Robyler (2006), p. 39.
Principles of discovery learning:
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). http://tip.psychology.org/bruner.html
References
Jerome Brunner. Retrieved July 12, 2007 from http://tip.psychology.org/bruner.html
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Principles of discovery learning:
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). http://tip.psychology.org/bruner.html
References
Jerome Brunner. Retrieved July 12, 2007 from http://tip.psychology.org/bruner.html
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Jean Piaget - Child Development Theory
“Learning is cognitive growth through neurological and social maturation.” Robyler (2006), p. 39.
The four development stages are described in Piaget's theory as:
Sensorimotor stage: from birth to age 2 years (children experience the world through movement and senses and learn object permanence)
Preoperational stage: from ages 2 to 7 (acquisition of motor skills)
Concrete operational stage: from ages 7 to 11 (children begin to think logically about concrete events)
Formal operational stage: after age 11 (development of abstract reasoning).
http://en.wikipedia.org/wiki/Jean_Piaget
References
Jean Piaget. Retrieved July 12, 2007 from http://en.wikipedia.org/wiki/Jean_Piaget
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
The four development stages are described in Piaget's theory as:
Sensorimotor stage: from birth to age 2 years (children experience the world through movement and senses and learn object permanence)
Preoperational stage: from ages 2 to 7 (acquisition of motor skills)
Concrete operational stage: from ages 7 to 11 (children begin to think logically about concrete events)
Formal operational stage: after age 11 (development of abstract reasoning).
http://en.wikipedia.org/wiki/Jean_Piaget
References
Jean Piaget. Retrieved July 12, 2007 from http://en.wikipedia.org/wiki/Jean_Piaget
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Vygotsky - Scaffolding Theory
Vygotsky believed that we learn by building on what we already know. “Learning is cognitive and shaped by individual differences and influence of culture.” Robyler (2006), p. 39. Vygotsky coined the term “Zone of Proximal Development” as the difference between the way adults and children interpret the world.
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
John Dewey - Social Activism Theory
Dewey saw learning as a social experience and the growth an individual attained through that experience. “Growth is fostered through hands-on activities connected to real-world issues and problems.” Robyler (2006), p. 39.
John Dewey's significance to formal education can be found in many areas. First, his belief that education must engage with and enlarge experience has continued to be a significant discovery in education. Second, and linked to this, Dewey's exploration of thinking and reflection - and the associated role of teachers - has continued to be an inspiration. Third, his concern with student interaction to their environments to provide a continuing framework for learning. Last, his passion for democracy, for educating so that all may share in a common life, provides a strong rationale for practice in the associational settings in which informal educators work. http://www.infed.org/thinkers/et-dewey.htm
References
John Dewey. Retrieved July 12, 2007 from http://www.infed.org/thinkers/et-dewey.htm
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
John Dewey's significance to formal education can be found in many areas. First, his belief that education must engage with and enlarge experience has continued to be a significant discovery in education. Second, and linked to this, Dewey's exploration of thinking and reflection - and the associated role of teachers - has continued to be an inspiration. Third, his concern with student interaction to their environments to provide a continuing framework for learning. Last, his passion for democracy, for educating so that all may share in a common life, provides a strong rationale for practice in the associational settings in which informal educators work. http://www.infed.org/thinkers/et-dewey.htm
References
John Dewey. Retrieved July 12, 2007 from http://www.infed.org/thinkers/et-dewey.htm
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Constructivism
As we move forward to theories underlying inquiry-based technology integration strategies, we look at work accomplished by theorists such as John Dewey, Lev Vygotsky, Jean Piaget, Jerome Brunner and Howard Gardner.
As constructivists, these theorists believe that “humans construct all knowledge in their minds by participating in certain experiences. Learning occurs when one constructs both mechanisms for learning and his or her own unique version of the knowledge, coloured by background, experiences and aptitudes.” Robyler (2006), p. 37.
In constructivism, learning is acquired. The learner is motivated by personal control of what knowledge he or she would like to attain. The learner seeks out opportunities to select, explore, experiment, inquire and teach himself or herself concepts that are of interest solely to the learner. If the learner has an interest or a need for knowledge of a certain sort, he or she is motivated to gather resources to attain that certain information and make a commitment to learning.
Reference
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
As constructivists, these theorists believe that “humans construct all knowledge in their minds by participating in certain experiences. Learning occurs when one constructs both mechanisms for learning and his or her own unique version of the knowledge, coloured by background, experiences and aptitudes.” Robyler (2006), p. 37.
In constructivism, learning is acquired. The learner is motivated by personal control of what knowledge he or she would like to attain. The learner seeks out opportunities to select, explore, experiment, inquire and teach himself or herself concepts that are of interest solely to the learner. If the learner has an interest or a need for knowledge of a certain sort, he or she is motivated to gather resources to attain that certain information and make a commitment to learning.
Reference
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Assessing the Quality of Assistive Tools
Teachers should try to use a variety of assistive technology tools in their classroom to ensure the best possible outcomes for ALL students. Teachers may want to look an assessment tool to see if the Assistive Technology is of benefit to the student. See one type of example below:
(Education for All, 2005)
posted on behalf of Heidi
Teachers should try to use a variety of assistive technology tools in their classroom to ensure the best possible outcomes for ALL students. Teachers may want to look an assessment tool to see if the Assistive Technology is of benefit to the student. See one type of example below:
(Education for All, 2005)
posted on behalf of Heidi
Wednesday, July 11, 2007
Learning Theories - Robert Gagne
Cognitivism is a learning theory where “learning is shaped by providing optimal instructional conditions.” Conditions differ according to the skill being taught and simple skills are presented first as a foundation on which to build more difficult skills. (Roblyer, 38).
Robert Gagne, a cognitive-behavioural theorist, established the following principles of cognitivism: gaining attention ; informing the learner of the objective; stimulating recall of prerequisite learning; presenting new material; providing learning guidance; eliciting performance; providing feedback about correctness; assessing performance; and enhancing retention and recall.
Gagne also offered five major categories of learning:
Verbal information
Intellectual skills
Cognitive strategies
Motor skills
Attitudes
http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.htm
Learning from the point of view of the cognitive-behaviourist theory is reflective and cognitive. There is personal control over content and structure of what is being learned. The learner begins to initiate what he/she wants to know. Therefore, learning is emergent as the learner becomes more personally invested.
References
Cognitive Theories of Learning. Retrieved July 11, 2007 from http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.htm
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Robert Gagne, a cognitive-behavioural theorist, established the following principles of cognitivism: gaining attention ; informing the learner of the objective; stimulating recall of prerequisite learning; presenting new material; providing learning guidance; eliciting performance; providing feedback about correctness; assessing performance; and enhancing retention and recall.
Gagne also offered five major categories of learning:
Verbal information
Intellectual skills
Cognitive strategies
Motor skills
Attitudes
http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.htm
Learning from the point of view of the cognitive-behaviourist theory is reflective and cognitive. There is personal control over content and structure of what is being learned. The learner begins to initiate what he/she wants to know. Therefore, learning is emergent as the learner becomes more personally invested.
References
Cognitive Theories of Learning. Retrieved July 11, 2007 from http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/cognitive.htm
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Learning Theories - B. F. Skinner
Behaviourism and Cognitivism
There are two schools of thought with regard to integration models. The first is the objectivist model of learning and the second is the constructivist model of learning. Within the objectivist model, “knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds.” (Roblyer, 2006, p.37). Underlying theories to the objectivist model include B. F. Skinner’s work in Behaviourist Theory and Robert Gagne’s work in Cognitive-Behavioural Theory.
In both behaviourism and cognitivism, there is high organizational control over content and structure. Learning is mastering pre-determined objectives where developmental and formative learning occurs. The learning domain is considered a transmission of knowledge where the learner is led by an instructor or teacher through lecturing and teacher-led demonstration. (Siemens, 2005).
Behaviourism:
As a learning theory, behaviourism states that “learning is an activity that occurs inside the mind and can be inferred only by observed behaviours. Behaviours are shaped by contingencies of reinforcement to shape desired responses: positive reinforcement increases desired behaviours with rewards, negative reinforcement increases desired behaviours by withholding rewards and punishment which decreases undesirable behaviours with aversive stimuli.” (Roblyer, 38).
Principles of behaviourism:
1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective
2. Information should be presented in small amounts so that responses can be reinforced ("shaping")
3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning http://tip.psychology.org/skinner.html
With the behaviourist theory, learning is transmitted from instructor to student in a very formal setting.
References
Operant Conditioning – B. F. Skinner. Retrieved July 10, 2007 from http://tip.psychology.org/skinner.html
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Siemens, G. (20050. Learning development model: Bridging learning design and modern knowledge needs. Elearnspace. Retireved July 10, 2007 from http://elearnspace.org/Articles/ldc.htm
There are two schools of thought with regard to integration models. The first is the objectivist model of learning and the second is the constructivist model of learning. Within the objectivist model, “knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds.” (Roblyer, 2006, p.37). Underlying theories to the objectivist model include B. F. Skinner’s work in Behaviourist Theory and Robert Gagne’s work in Cognitive-Behavioural Theory.
In both behaviourism and cognitivism, there is high organizational control over content and structure. Learning is mastering pre-determined objectives where developmental and formative learning occurs. The learning domain is considered a transmission of knowledge where the learner is led by an instructor or teacher through lecturing and teacher-led demonstration. (Siemens, 2005).
Behaviourism:
As a learning theory, behaviourism states that “learning is an activity that occurs inside the mind and can be inferred only by observed behaviours. Behaviours are shaped by contingencies of reinforcement to shape desired responses: positive reinforcement increases desired behaviours with rewards, negative reinforcement increases desired behaviours by withholding rewards and punishment which decreases undesirable behaviours with aversive stimuli.” (Roblyer, 38).
Principles of behaviourism:
1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective
2. Information should be presented in small amounts so that responses can be reinforced ("shaping")
3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning http://tip.psychology.org/skinner.html
With the behaviourist theory, learning is transmitted from instructor to student in a very formal setting.
References
Operant Conditioning – B. F. Skinner. Retrieved July 10, 2007 from http://tip.psychology.org/skinner.html
Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.
Siemens, G. (20050. Learning development model: Bridging learning design and modern knowledge needs. Elearnspace. Retireved July 10, 2007 from http://elearnspace.org/Articles/ldc.htm
Supporting Students with Assistive Technology in Numeracy
Students can also benefit in the numeracy from Assistive Technology.
Students can use the following pieces of technology:
Talking calculators;
Special-featured calculators that will have options of speaking;
On-screen computer calculator programs with speech synthesis;
Large display screens for calculators and adding machines;
(Education for All, 2005)
Students can use the following pieces of technology:
Talking calculators;
Special-featured calculators that will have options of speaking;
On-screen computer calculator programs with speech synthesis;
Large display screens for calculators and adding machines;
(Education for All, 2005)
Meeting Individual Student Needs with Dragon Naturally Speaking
Dragon Naturally Speaking is a Speech-recognition (spoken-word-to-text) software. The student is able to dictate into a microphone headset what they want the computer to type. Students need to train the computer to recognize his or her voice patterns and pronunciations by reading samples into the computer.
Some of the advantages would include:
Students can get their ideas down where it otherwise would not be possible;
It allows students to be more fluent;
It can be faster than writing and typing for students;
Students are more motivated to write;
Students use an expanded vocabulary.
(Education for All, 2005)
Some of the advantages would include:
Students can get their ideas down where it otherwise would not be possible;
It allows students to be more fluent;
It can be faster than writing and typing for students;
Students are more motivated to write;
Students use an expanded vocabulary.
(Education for All, 2005)
Meeting Individual Student Needs with Write:Outloud
Liberate Your Struggling Writers with the use of Write:Outloud !
Write:Outloud will be liberating for the struggling reader. It will increase student writing independence. It is able to add speech support to other programs, empowering students to be successful with voice support whenever and wherever they need to write. When your students feel successful, they will write more!
Students Write Longer, Write More OftenStudents use Write:OutLoud To Go to take notes in class, collect research in the library or write essays with speech feedback
Students Self-Evaluate and Self-Correct their Writing
http://www.donjohnston.com/ retrieved July 13, 2007
Write:Outloud will be liberating for the struggling reader. It will increase student writing independence. It is able to add speech support to other programs, empowering students to be successful with voice support whenever and wherever they need to write. When your students feel successful, they will write more!
Students Write Longer, Write More OftenStudents use Write:OutLoud To Go to take notes in class, collect research in the library or write essays with speech feedback
Students Self-Evaluate and Self-Correct their Writing
http://www.donjohnston.com/ retrieved July 13, 2007
Meeting Individual Student Needs with Co:Writer
Co:Writer is a word prediction software that has the following benefits for students.
Students begin to write independently, as Co:Writer gives assistance with difficult or content-specific words only when needed.
As a student's writing improves, supports can be adjusted or removed, moving the student into total independence
Some of the key factors about Co:Writer would be that it:
Expands Written Vocabulary for All Students
Transform Hesitant Writers into Competent Writers
Student achievement is significantly higher when students use Co:Writer
Students received significantly higher scores on spelling and general mechanics (usage, punctuation, grammar) when using Co:Writer than when they used a word process or alone.
Students begin to write independently, as Co:Writer gives assistance with difficult or content-specific words only when needed.
As a student's writing improves, supports can be adjusted or removed, moving the student into total independence
Some of the key factors about Co:Writer would be that it:
Expands Written Vocabulary for All Students
Transform Hesitant Writers into Competent Writers
Student achievement is significantly higher when students use Co:Writer
Students received significantly higher scores on spelling and general mechanics (usage, punctuation, grammar) when using Co:Writer than when they used a word process or alone.
http://www.donjohnston.com/ retrieved July 13, 2007
Suporting Students with Assistive Technology in Writing
There are a range of software tools supporting writing across different learning abilities and styles. There is specialized software that enables students in the area of:
-Word prediction (example Co:Writer);
-Planning and organizing;
-Specialized spell checks;
-Speech synthesis (text to speech- example Write Outloud);
-Speech recognition (spoken word to text-example Dragon Naturally Speaking).
Education for All, 2005
-Word prediction (example Co:Writer);
-Planning and organizing;
-Specialized spell checks;
-Speech synthesis (text to speech- example Write Outloud);
-Speech recognition (spoken word to text-example Dragon Naturally Speaking).
Education for All, 2005
Tuesday, July 10, 2007
Assistive Technology that Supports Students in the Area of Reading
Examples of this technology are:
Optical Character Recognition (OCR) – OCR software requires students to scan reading material into a computer.
Speech synthesis (screen readers, or read-back software)
Optical Character Recognition (OCR) – OCR software requires students to scan reading material into a computer.
Speech synthesis (screen readers, or read-back software)
A specific example would be:
Kurzweil 3000 is a scaffolded reading, writing, and study skills solution for struggling learners, including ELL students and students with special needs. It enables educators to provide differentiated instruction without having to differentiate the curriculum. This supports the constructivist model in which teachers want to allow students multiple ways to learn and to demonstrate achievement.
Kurzweil 3000TM is the comprehensive reading, writing and learning software solution for any struggling reader, including individuals with learning difficulties, such as dyslexia, attention deficit disorder or those who are English Language Learners.
Kurzweil 3000 - Reading, Writing and Learning Software for Struggling Students – offering:
Access to Any Curriculum - The software can access virtually any information, whether it is printed, electronic, or on the Web. Increased Reading Fluency
Study Skills - With the aid of visual and auditory feedback, the software helps students keep up with assigned reading, learn critical study skills and successfully complete writing projects and tests.
Decoding Support - It then reads the words aloud to the student in clear, humanl ike, synthetic speech, while a patented dual highlighting feature adds visual reinforcement.
Writing and Self-Editing Tools - As students type, the software speaks each letter or word, so they can quickly recognize and correct spelling mistakes.
Independent Test Taking – With Kurzweil 3000, students can independently complete worksheets, classroom tests and standardized tests with greater confidence and fewer mistakes.
Ultimately this software is designed to ensure that ALL students are able to access the curriculum in all grade levels.
http://www.kurzweiledu.com/ retrieved on July 9, 2007-07-09
Assistive Technology - Addressing Specific Needs in the Area of Reading, Writing and Numeracy
Assistive Technology(AT) can address specific needs for students in the area of reading, writing and numeracy.
AT can help students in the following areas:
- word processing (this will address fine motor issues and reduce messy work.
- Spell checking can reduce the spelling issues.
- The ability to place graphs and charts in an assignment add to the quality of a students
work and reinforce the value of publishing writing.
- Cut-and-paste features allow students to manipulate text easily when editing, saving time and effort. The physical process of writing can be difficult and fatiguing for some students.
This promotes a great degree of participation and success on the part of the student. It allows for more options and choices for students to be able to complete work.
(Education for All, 2005)
AT can help students in the following areas:
- word processing (this will address fine motor issues and reduce messy work.
- Spell checking can reduce the spelling issues.
- The ability to place graphs and charts in an assignment add to the quality of a students
work and reinforce the value of publishing writing.
- Cut-and-paste features allow students to manipulate text easily when editing, saving time and effort. The physical process of writing can be difficult and fatiguing for some students.
This promotes a great degree of participation and success on the part of the student. It allows for more options and choices for students to be able to complete work.
(Education for All, 2005)
Assistive Technology - Benefits for Students
Literature provides plenty of evidence that assistive technology can effectively support students with special needs to:
-build on their individual strengths;
- benefit from using a compensatory tool;
- gain motivation;
- accomplish higher rates of learning and improved achievement;
- complete tasks independently so that they have a greater sense of accomplishment.
Education for All (2005)
-build on their individual strengths;
- benefit from using a compensatory tool;
- gain motivation;
- accomplish higher rates of learning and improved achievement;
- complete tasks independently so that they have a greater sense of accomplishment.
Education for All (2005)
Assistive Technology - Tools that Help
It is important for teachers to ask the question when planning….”What tools will my student(s) need in order to be able to effectively access the curriculum in my class ?” Here are some tools that they could use……
Tools that can help all students
Word processing
Spell and Grammar Check
Publishing Software such as Graphics and Multimedia
Thesaurus
Presentation Software
Graphic Organizers
Tools for Organizing Information
Spreadsheets and Databases
Webquests
Education for All (2005)
Tools that can help all students
Word processing
Spell and Grammar Check
Publishing Software such as Graphics and Multimedia
Thesaurus
Presentation Software
Graphic Organizers
Tools for Organizing Information
Spreadsheets and Databases
Webquests
Education for All (2005)
Learning theories related to Constructivism
Educators use learning theories to support how learning takes place and to implement best practices for teaching. When integrating technologies into the classroom, we use this technology to allow students to achieve learning strategies. Integration strategies have been based on two differing models of learning - directed instruction and constructivism or inquiry-based learning. These models are supported by behaviourism, cognitivism, and construcitivism and will be explored further on this blog. A relatively new learning domain called "connectivism" will also be examined.
Monday, July 9, 2007
Assistive Technology
This introduction provides a great overview of how we can use BLOGS in our classrooms. I would suggest that assistive technology would only enhance students ability to access BLOGS and participate in class with their other classmates. This is a highly motivational tool for students to use and if students have difficulties in the area of keyboarding or reading then the assistive technology would provide the link that they would need to participate. I will be contributing further as to "what is assistive technology" and "how assistive technology will support BLOGGING".
Ways to Use BLOGS in Education
Where to begin…there are so many foreseeable ways to use BLOGS in education. As multi-faceted communication tools, BLOGS can be used by teachers, parents and students. In terms of teacher use, a BLOG can be used to replace a class website. This may be a more viable option as website maintenance can be time consuming and sometimes difficult. A teacher can use a BLOG as a communication tool with students and parents. Class messages can be sent home this way. Pictures of class events can be shared. A unique option in using a BLOG is that it presents parents or students with the opportunity to post comments about or ask questions directed to the BLOG administrator (teacher). Teachers can also post important information, or critical learning links to support learning in the classroom. A BLOG might be a place where teachers can post units, or share tips with colleagues.
One very important use of BLOGS is that they provide students with an alternative communication tool that is linked to their educational experience. Students can react to teacher prompts using BLOGS. They can share their thoughts and opinions about ideas that were presented in the class. Students can share pieces of writing. They can use a BLOG as a reflection tool or to collect items in an online portfolio. A teacher can even have students create their own BLOGS. Students can use their BLOG to showcase their best work. Some encouraging reflective statements can be found at the following weblink, Blogs in Teaching and Learning, which could be used by students when considering creating a BLOG for others.
A shared BLOG can be used to communicate with groups or other classes all over the world. BLOGS can also be used in assigning Webquests on specific topics. Ultimately, the purpose of the BLOG must be determined by the teacher prior to taking on the project. Some things a teacher might consider before starting a BLOG would be: do I have the time to commit to using such a tool, do my students have access to the internet to use the BLOG, is my group mature enough to handle this opportunity in an effective way, and how BLOGS can be used to replace existing best practices in the classroom. There are so many things to think about and decide. BLOGS open the doors to the internet, easily, quickly, and effectively. Teachers must harness this information and continue to educate their students in all forums, including on the information super highway.
by: Janet Harwood
Where to begin…there are so many foreseeable ways to use BLOGS in education. As multi-faceted communication tools, BLOGS can be used by teachers, parents and students. In terms of teacher use, a BLOG can be used to replace a class website. This may be a more viable option as website maintenance can be time consuming and sometimes difficult. A teacher can use a BLOG as a communication tool with students and parents. Class messages can be sent home this way. Pictures of class events can be shared. A unique option in using a BLOG is that it presents parents or students with the opportunity to post comments about or ask questions directed to the BLOG administrator (teacher). Teachers can also post important information, or critical learning links to support learning in the classroom. A BLOG might be a place where teachers can post units, or share tips with colleagues.
One very important use of BLOGS is that they provide students with an alternative communication tool that is linked to their educational experience. Students can react to teacher prompts using BLOGS. They can share their thoughts and opinions about ideas that were presented in the class. Students can share pieces of writing. They can use a BLOG as a reflection tool or to collect items in an online portfolio. A teacher can even have students create their own BLOGS. Students can use their BLOG to showcase their best work. Some encouraging reflective statements can be found at the following weblink, Blogs in Teaching and Learning, which could be used by students when considering creating a BLOG for others.
A shared BLOG can be used to communicate with groups or other classes all over the world. BLOGS can also be used in assigning Webquests on specific topics. Ultimately, the purpose of the BLOG must be determined by the teacher prior to taking on the project. Some things a teacher might consider before starting a BLOG would be: do I have the time to commit to using such a tool, do my students have access to the internet to use the BLOG, is my group mature enough to handle this opportunity in an effective way, and how BLOGS can be used to replace existing best practices in the classroom. There are so many things to think about and decide. BLOGS open the doors to the internet, easily, quickly, and effectively. Teachers must harness this information and continue to educate their students in all forums, including on the information super highway.
by: Janet Harwood
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